Transcript Document

Learning Together: Data Driven
Collaboration
Liz Weaver
Vice President
Tamarack – An Institute for Community Engagement
www.tamarackcommunity.ca
[email protected]
My Biography
Why Data?
Themes for the Workshop
• Setting the Context: The
Collaboration Continuum
• Data driving Collaborative
Change
• Collective Impact through
Shared Measurement
• Building a Learning and
Change Agenda
Think Pair Share
Why is it
important that I
am at this
workshop today?
The Collaboration Continuum
Trust
Compete
Co-exist
Communicate
Cooperate
Coordinate
Collaborate
Competition
for clients,
resources,
partners,
public
attention.
No
systematic
connection
between
agencies.
Inter-agency
information
sharing (e.g.
networking).
As needed,
often
informal,
interaction,
on discrete
activities or
projects.
Organizatio
ns
systematical
ly adjust
and align
work with
each other
for greater
outcomes.
Longer term
interaction
based on
shared
mission,
goals;
shared
decisionmakers and
resources.
Integrate
Fully
integrated
programs,
planning,
funding.
Turf
Loose
Tight
7
Table Discussion: Collaboration
Continuum
• How could you use the
Collaboration Continuum
with your community
partners?
• What surprised you
about the Collaboration
Continuum?
Thinking about Data: Framing
the Collaborative Challenge
• Increased understanding of the issue your are
trying to tackle:
– Population: Who is impacted?
– Demographics: Which demographic groups are
most impacted?
– Services: What services are already being
provided?
– Funders: Which funders are interested in the
issue and what outcomes are they seeking?
– Other Issues to consider?
Thinking About Data: Mapping
your Community
Consider the Community Context:
• Where is the issue most prevalent? Are there
geographical boundaries?
• Where are the services located or are there a
lack of services? Ie. Food deserts
• Where are the collaborative partners located?
• What are their spheres of influence?
A Tool – The Poverty Matrix
At Risk
• Currently above the poverty line but vulnerable
Working Poor
• Working full or part time but with poverty level wages
Temporarily
Unemployed
• Temporarily out of work with limited income
Persistently Unemployed • Out of work frequently or persistently
Dependent Poor
Homeless
• Unable to earn income, reliant on other forms of
income
• Struggles with low income ,lack of housing and other
basic supports
Demographic Groups
Young People
10-24 years
of age
Recent
Immigrants
Arrive in
Canada
within last 5
years
Seniors
65 years or
older
Other
demographic
groups
Uses of the Poverty Matrix
Develop a Statistical Profile of the
breadth and depth of poverty in
each segment to understand
trends and priority areas
Carry out ‘root cause’ analysis and
run poverty simulation for each
segment to better understand the
cause and experience of poverty
Poverty Matrix
Develop customized strategies for
each segment and/or common
strategies that work across all
segments
Sensitize people to embrace the
varied nature of poverty in the
community
Activity
• Why is demographic mapping
important to collaborative
efforts?
• How could the Poverty Matrix
be adapted to an issue that
your collaborative is working
on?
• What challenges do you see?
Collective Impact
Shared Measurement
• Identify key measures
that capture critical
outcomes.
• Establish systems for
gathering and analyzing
measures.
• Create opportunities for
“making-sense” of
changes in indicators.
Collaboration in Cincinnati
Educational Achievement
Homelessness
STRIVE in Cincinnati
• Over three hundred educational
organizations, human service groups,
government agencies and philanthropies and
private businesses.
• Shared agreement on 15 key milestones and
72 measures along a student road-map of
success.
• A strong back-bone organization supporting
a variety of “networks” supporting each key
milestone.
• Measureable progress in most key indicators
in recent years.
Strive Partnership
Goals:
Working together along the educational continuum to drive better results in
education so that every child…
• Is prepared for school
• Is supported inside and outside of school
• Succeeds academically
• Enrolls in some form of postsecondary education
• Graduates and enters a career
Results: 10% increase in graduation rates in Cincinnati since 2003; 16%
increase in college enrollment rate in Covington, KY since 2004
Thinking About Shared
Measurement
Process: # of people/orgs at
table, # of community
presentations, articles, etc
Progress: # of programs, # of
new initiatives, etc
Shared
Measurement
Policy: policy changes in own
or other organizations, new
investments, gov. policy
changes
Population : # of people
moved out of poverty, # of
high school graduates, # of
low birth weight babies
Shared Measurement
•
•
•
•
•
•
Who is collecting the data?
Will they share the data?
How effective is the data source?
What data do we have to collect?
What resources will we need?
Does this measure actually move us on our
collective impact agenda?
Overview of Shared Measurement
There Are a Number of “Tips and Tricks” to
Bear in Mind When Developing Shared
Measures
•
Identifying
Indicators
Collecting and
Presenting Data
Leveraging Existing
Efforts and
Expertise
•
Limit “top-level” indicators to a manageable number (~15), with
additional contributing indicators if needed
Establish a set of criteria to guide the identification and prioritization of
potential indicators
•
•
•
Set specific and time-bound goals and report progress relative to targets
Include data on whole populations (vs. a sample) where possible
Use numbers as well as percentages to make goals more tangible
•
Form a voluntary team of data experts to advise on the design,
development, and deployment of a shared measurement system
Develop a crosswalk of what partners are already measuring
Consider leveraging existing indicators adopted by relevant efforts at the
local, provincial, or federal level
•
•
Learning Together: Lessons from
Vibrant Communities
Action Learning
Experiment
involving 13 cities
across Canada with
multi-sector
roundtables focused
on reducing poverty
Moving the Needle: 4 Keys
1. Understand the nature of complex
problems
2. Foster collaboration
3. Pursue comprehensive strategies
4. Encourage community learning
Key #1: Understand the Nature of
Complex Problems
• Complex problems are not just more
complicated than other problems;
they are different in kind.
• It isn’t the number of elements they
involve but the dynamic relationship
among those elements.
• Can’t break them down into their
component parts and solve
individually.
• New attitudes and practices are
needed that enable a wide range of
participants, each involved with
different parts of the problem, to
continuously adjust and re-adjust
how they affect one another through
the decisions and actions they take.
Key #2: Foster collaboration
• Bring all parts of the system to the table
– Sectors (business, government, non-profits)
– Spheres (education, employment, child
care)
– Levels (people experiencing the problem,
top decision-makers and people in the
middle)
Engaging Partners
• Restore a sense of possibility
– High aspiration
– New ideas
• Develop convenor organizations – specialized
institutional capacity
• Engage through peers and through ‘bridge
persons’
Key # 3: Develop comprehensive
strategies
“Comprehensive community initiatives emerged in
response to accumulating evidence that services meant
to improve the life prospects of the poor were often
proving ineffective – at least in part because they were
so fragmented.
They rejected the tendency to address issues such as
poverty, employment, health, crime, education and
housing in isolation from one another.
Instead, they endorsed the idea that multiple and
interrelated problems require multiple and
interrelated solutions.”
-Lisbeth Schorr
Common Purpose
Key elements of a plan
Danger of getting bogged
down trying to be fully
comprehensive from the
outset
1. High aspiration
2. Specific mid-range
targets
3. Conceptual framework
– what and how
4. Starting point
strategies
Key #4: Promote a learning
orientation
• Pan-Canadian learning community
– Inter-community learning
– Tele-learning sessions with expert resource people
– Coaching support
– Research
– Documentation
• Learning-oriented evaluation
Policy and
Systems
Change
Community
Capacity
Building
Individual and
Household
Assets
• Changes in public policy
• Changes in service and support systems
• Changes in material resources
• Changes in community-level assets
• Convening capacity
• Multisectoral leadership
• Collaboration
• Community awareness
• Personal assets
• Physical assets
• Social assets
• Human assets
• Financial assets
Inspired Learning Report
• Created a common language about the issue
• Connected groups to evaluation as a learning
experience
• Brought additional resources and connections
• Surfaced issues and opportunities
• Leveraged policy change across partners
Additional Resources and Tools
• Vibrant Communities:
www.vibrantcommunities.ca
• Tamarack Communities Collaborating:
www.tamarackcci.ca
• Seeking Community:
www.seekingcommunity.ca